Self-assessment of self-assessment in a process of co-teaching

Wolffensperger, Yochie; Patkin, Dorit

doi:10.1080/02602938.2011.596925

Cited by 19 publications

(10 citation statements)

References 12 publications

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“…McMillan and Hearn (2008) and Brown and Harris (2014) support that learner self-assessment contributes to higher achievement. According to the findings of the present study, internationally, improvement of academic performance/learning as a result of learner self-assessment has been found in the context of Higher education (Wolffensperger & Patkin, 2013;Panadero & Romero, 2014;McKevitt, 2016;Li & Chen, 2016;Ozarslan & Ozan, 2016;Rivas & Arrufat, 2016;Elgadal, 2017;Fraile et al, 2017;Duque Micán & Cuesta Medina, 2017;Machera, 2017;Ndoye, 2017) and in Secondary education in Mathematics (Yu, 2013;Popelka, 2015), Language Arts (DeMent, 2008;Andrade et al, 2010), Physics (Thrasher, 2012), Chemistry (Feldkamp, 2013), English (Dalala, 2014), Geometry (Hatami, 2015), Religious education (Fancourt, 2008), Geography (Alonso-Tapia & Panadero, 2010;Panadero et al, 2012), Physical education (Peyton, 2017) and lastly in all subjects (McDonald, 2009). In Greece, learner self-assessment contributed to the improvement of academic performance/learning in Higher education (Pournias, 2009) and in Secondary education in Physics (Nikou & Economides, 2016).…”

Section: Introductionsupporting

confidence: 70%

The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

Papanthymou¹,

Δάρρα²

2018

JEL

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The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.

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Section: Introductionsupporting

confidence: 70%

The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

Papanthymou¹,

Δάρρα²

2018

JEL

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“…Harris and Brown (2018) underline that self-assessment is a complicated practice to implement successfully in the class. Indeed, the findings of the present study indicates that at the beginning of student self-assessment students can have difficulty and display hesitation towards self-assessment procedure but students' awareness of development of self-assessment ability can be increased (Wolffensperger & Patkin, 2013).…”

Section: Discussionmentioning

confidence: 59%

Student Self-Assessment in Higher Education: The International Experience and the Greek Example

Papanthymou¹,

Δάρρα²

2018

WJE

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This study is a review of 34 empirical studies internationally and in Greece from 2008-2018 and aims at investigating:a. the implementation of student self-assessment in Higher education and the outcomes on students, b. the ability ofstudents to self-assess accurately and the factors that affect this ability. According to the main findings, self-assessmentis implemented through various ways that include inter alia electronic and non-electronic self-assessment tools.Internationally, most studies have examined and proved the contribution of student self-assessment to improvement ofperformance and learning. Moreover, self-assessment develops self-regulating learning, increases self-confidence,motivates students to ask guidance from their professors and help from their peers, increases self-efficacy, students’awareness of self-assessment ability and self-control, makes students change attitudes towards course, preparesemployability skills of students, reduces anxiety for assessment, increases students’ responsibility about theirlearning, makes them have a critical view on their work and develops critical thinking skills. In Greece, it was foundonly one study that examined the implementation of student self-assessment in Higher education and its impact onstudents and findings indicate that self-assessment through a quiz improves performance, self-regulation, motivatesstudents to try more and helps them identify gaps in their learning. Student self-assessment ability and factors thataffect this ability have been examined only internationally, so in Greece there is a research gap concerning theseparameters. Tertiary students can self-assess accurately and this ability depends on specific factors such asconfidence, prior achievement, learning style, scaffolding from professors, training, dialogical interaction anddynamic assessment.

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“…Първо, пропуска се възможността за изграждане на умения за систематичност, критическо мислене, за самонаблюдение и самоконтрол, за развитие на чувство за отговорност и автономност на по-ранен етап от обучението на бъдещите учители, което, от своя страна, би спомогнало за осъществяването на пренос на тези умения и отношения в практическата им подготовка и би им спестило някои неадекватни очаквания и свързаните с тях разочарования. Второ, научната литература съдържа множество доказателства относно положителния ефект, който има самооценяването на собствените знания и умения по дадена теоретична дисциплина за: постигането на по-добра ориентация в учебното съдържание, по-висока активност и автономност (Oscarson, 1989;Wride, 2017); развиването на умения за критически анализ; развиването на отговорно отношение спрямо учебния процес и намаляването на чувството на тревожност при оценяването (Wolffensperger & Patkin, 2013;Gurbanov, 2016;Li & Chen, 2016); повишаването на мотивацията за учене и съответното постигане на по-високи резултати (Boud, 1995;Ibabe & Jauregizar, 2010;Ozarslan & Ozan, 2016;Sharma et al, 2016). Наличието на подобни доказателства би следвало да мотивира започването на опити за включване на самооценяването като компонент от академичното обучение.…”

Section: уводunclassified

Future Efl Teachers’ Attitudes Towards Self-Assessment

Markova

2020

Ezikov Svyat (Orbis Linguarum)

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A widely recognised goal of tertiary education is to provide conditions for developing students into ‘reflective practitioners’ who can critically evaluate their own professional knowledge and skills. Although research has accumulated evidence for the benefits of self-assessment for increasing student engagement, promoting self-reflection and improving learning outcomes in the English language classroom, student reactions to the implementation of self-assessment techniques in the academic disciplines of language teachers’ preparation programmes have not been sufficiently explored. This article first discusses the characteristics of fifty-seven student teachers’ self-assessment of their involvement in the learning process, and of their learning outcomes. Then, it reports on the findings of a small-scale survey that aims to examine perceptions of their academic performance, and on the use of self-assessment as a tool to boost their involvement. Despite respondents’ insufficient experience with self-assessment techniques, the survey results indicate generally positive attitudes towards this form of evaluation. While the majority of the respondents consider self-assessment beneficial for their personal and professional growth, and recognise its motivational capacity and potential for fostering autonomy and self-discipline, they admit objective self-assessment requires more practice to avoid the influence of personal feelings and beliefs, and of tutor’s expectations. The article concludes with a discussion of the practical implications of the survey findings.

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Self-assessment of self-assessment in a process of co-teaching

Cited by 19 publications

References 12 publications

The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

Student Self-Assessment in Higher Education: The International Experience and the Greek Example

Future Efl Teachers’ Attitudes Towards Self-Assessment

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